Untangling the Web of Deceit: Examining Shared User Susceptibility Across Five Types of Digital Deceptions
研究通过实验发现，用户在电子邮件、短信、新闻标题、社交媒体和语音邮件五种数字欺骗中表现出共同的易感性，且认知反思和数字素养能降低易感性，但领域切换会削弱用户表现。
ObjectiveTo examine how domain-switching and user characteristics may predict broad susceptibility to digital deception.BackgroundDespite successful automated filtering techniques, humans remain vulnerable to fraud, losing billions of dollars annually. Many scams are delivered by digitally mediated methods, such as phishing emails or fake social media accounts. However, research typically explores susceptibility to these deceptions independently, making it difficult to draw broad conclusions regarding susceptibility to digital deception.MethodWe recruited a representative sample to investigate how susceptibility to deception may vary across digital domains, particularly when switching between domains (i.e., domain-switching). Participants classified stimuli from five different digital domains (i.e., emails, text messages, news headlines, social media accounts, and voicemails), either randomly (i.e., domain-switching) or in separate blocks, and completed measures of cognitive reflection and digital literacy.ResultsThe results suggest that when users struggle to discriminate between deceptive and legitimate stimuli in one digital deception domain, they are likely to struggle in others. Additionally, the results suggest that while cognitive reflection and digital literacy may help insulate users from deception, domain-switching may generally hinder user performance (i.e., slower responses).ConclusionOverall, individuals appear to be consistently vulnerable to deception across digital domains and this vulnerability can be exacerbated by certain task factors (e.g., domain-switching) and user characteristics (e.g., cognitive reflection and digital literacy).ApplicationTo develop more efficacious interventions that enhance user resiliency, research should consider broad training that incorporates correlates of susceptibility (e.g., cognitive reflection and digital literacy), and more realistic task settings (e.g., domain-switching).